Heidegger 존재론에 비추어 본 교육공학 재개념화: 처방의 의미를 중심으로

초록

As a “well-teaching activity” educational technology is prescriptive, thus having a kind of instrumental meaning. However, the fact that prescription cannot be separated from educational aims and subject matter clearly reveals that educational technology cannot be explained simply by its instrumental nature. In order to understand the essence of educational technology, it is necessary to identify the meaning of prescription in connection with the educational aims and subject matter. Therefore, this study re-conceptualized educational technology in the light of the philosophy of Heidegger, who has explored the meaning of being in order to determine the intrinsic value of educational technology. Educational technology in the light of Heidegger’s theory of being is divided into “ontic educational technology” and “ontological educational technology,” in accordance with the aspects of explanation and understanding of existence. “ontic educational technology” pursues practical knowledge, practical education, and positive prescription from the perspectives of prospective thinking. On the other hand, “ontological educational technology” pursues theoretical knowledge, humanity education, and negative prescription from the perspectives of retrospective thinking. However, although two aspects of educational technology are sharply contrasted, they do not exist separately. In actual educational activities, both aspects of educational technology are necessary and, in some cases, can complement each other. In this study, we present a model, which integrates these two different aspects of educational technology. This implies that the not-yet-manifested knowledge can be transferred only when practical prescriptions are made, based on the accumulation of theoretical knowledge from a teacher's own existential awakening and caring for the learners' being.

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